Mats Collaborative Professionalism

Mats Collaborative Professionalism

Collaboration is an essential aspect that fosters goal accomplishment. Collaboration involves different individuals interacting and sharing ideas and skills, increasing the effectiveness of achieving their goals. Collaborative working builds a sense of belonging and ownership towards achieving common goals. Collaboration improves productivity among individuals in an institution and enhances effective teamwork and the ability to address issues hindering the efficiency of their operations. A collaborative culture encourages members’ participation and engagement in the organization’s activities and plans. Also, collaboration fosters open communication among members, which enables them to work in the same direction and align with the organization’s goals (Van Leeuwen & Janssen, 2019).

Educators’ collaboration with community members has significant implications for the student’s academic success and social development and enhances the efficiency and effectiveness of the teaching practices and methods. Teachers collaborate with the community to foster an inclusive learning community (Hargreaves, 2021). Engaging the community members in the learning activities and operations promotes diversity and acknowledgment of all members’ values. Members share diverse skills and knowledge, boosting students’ and teachers’ knowledge capacity. Also, teacher-community collaboration encourages shared responsibility. All stakeholders become accountable for the student’s academic success. The community members contribute to developing students’ learning goals and help them solve problems.

Teacher collaboration with their colleagues allows them to share insights and ideas on the best teaching methods and strategies. When general education teachers collaborate with special education teachers, they acquire skills in integrating an inclusive learning environment by addressing the learning needs of all students. The teacher-teacher collaboration focuses on sharing ideas, skills, and knowledge on the best teaching practices, supporting each other in planning and implementing the learning objectives, and encouraging one another to produce more successful students. Collaboration among the teachers also aims to build a well-connected and supportive educational community, leading to academic goal achievement.

Collaboration Reflection and Artifacts

Teacher collaboration with colleagues allows them to interact and share ideas that foster a conducive working environment for all professionals. The teachers attend professional development programs where they are equipped with effective teaching skills. Often, there are cross-curricular meetings where we exchange knowledge of learning content and the pedagogies that align with the content. During the meetings, we take notes and incorporate them into the lesson planning and implementation process. For instance, teaching pedagogy notes help identify the most effective teaching method that accommodates and addresses the needs of all students. Also, the cross-curricular team meeting informs us about the assessment plan, which improves the teaching strategies and enhances our understanding of students’ progress. The evaluation and assessment plan informs the teacher of students’ weaknesses, which helps them to incorporate differentiated strategies to achieve learning goals.

On the other hand, teacher-community collaboration is enhanced through interactive events where community members and the school community engage in events that aim to improve the relationship of all stakeholders. The teachers collaborate and host workshop activities where volunteers from the community attend and exploit their skills in different activities. The students interact with individuals from various fields, which is a source of knowledge and skills development. The teachers and students also attend the community cultural day, learning different cultural beliefs and practices. The school community learns to appreciate the diversity in the community. Also, such activities influence reforms in the curriculum, where the teachers implement a cultural lesson to build a sense of belonging among the students.

References

Hargreaves, A. (2021). Teacher collaboration: 30 years of research on its nature, forms, limitations, and effects. Policy, Teacher Education and the Quality of Teachers and Teaching, 103-121.

Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71-89. https://doi.org/10.1016/j.edurev.2019.02.001

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Mats Collaborative Professionalism

Teachers need to develop a deep understanding of the significance of collaboration in education with colleagues, related service providers, and others from the community and use collaboration to promote understanding, resolve conflicts, and build consensus.

Collaboration Plan and Artifacts
As you saw in Internship 1, collaboration with families is essential to the success of students and teachers. In addition, collaboration with other professionals and community members is also important. In this assignment you will create a written overview of your collaboration plan and provide artifacts and reflection.

Required Components:
• Collaboration Plan and Reflection
• Artifacts

Collaboration plan:
Identify 2 meaningful goals for each of these areas: (community and colleagues) for the semester. Justify/explain the goals. The goals should demonstrate the interdependent relationships among all professionals who serve students (e.g., resource teachers, guidance counselors, speech therapists, ESL teachers, social workers, community. agencies). You must include a one-paragraph rationale explaining the importance of collaboration at the beginning of your plan.

Collaboration Reflection and Artifacts: Address the following:

• Collaboration with Colleagues
Teachers will have many opportunities to work with other professionals throughout the typical workday. You will probably have team planning meetings, attend committee meetings, attend professional development meetings, and collaborate with related service personnel. Look for ways to perform as a professional. Explain in detail how you collaborated with colleagues to meet this requirement and explain your artifacts.

Sample artifacts could include (you must include a minimum of 2 artifacts):
– Notes from a faculty meeting, IEP meeting, etc.
– Products/plans that came out of a team planning meeting
– Notes from professional development session-include how you will utilize what you learned

• Collaboration with Community
Teachers should seek ways to bring the community at large into the classroom through partnerships, guest speakers, volunteers, and participating within the community through the recreation/leisure domain. This may be done by participating in events, which are important to the students. For example, attending a football game, Special Olympics, piano recital, church activity, or similar event can help the teacher make connections in the community. Explain in detail how you collaborated with colleagues to meet this requirement and explain your artifacts.

Sample artifacts could include (you must include a minimum of 2 artifacts):
– A letter the teacher wrote inviting a guest to speak in the classroom or a picture (with explanation) of the guest in the classroom
– Pictures or sign-in sheets of members of a civic group working with individual students in the class
– Work samples developed from a project based on a community situation
– Evidence of teacher participation in community events (ball games, festivals, etc.) that involves students